Conference Session

First-Year Activities and Peer Review Strategies in Civil Engineering

Collection

2011 ASEE Annual Conference & Exposition

Authors

Katherine Kuder, Seattle University; Nirmala Gnanapragasam, Seattle University

Tagged Divisions

Civil Engineering

. Page 22.820.1 c American Society for Engineering Education, 2011 Implementing Peer-Reviews in Civil Engineering LaboratoriesAbstractABET 2009-10 criterion 3 requires that all engineering graduates demonstrate an ability tocommunicate effectively at the time of graduation (criterion g of a-k outcomes). Technicalcommunication is a critical skill for Civil Engineering students to achieve. However,incorporating technical writing in many engineering courses is difficult. At Seattle University,laboratory reports are used to teach technical writing skills. Unfortunately, students often preparetheir reports at the last minute, rather than devoting the time necessary to compose and edit theirwriting. When the

Conference Session

First-Year Activities and Peer Review Strategies in Civil Engineering

Collection

2011 ASEE Annual Conference & Exposition

Authors

Luciana Barroso, Texas A&M University; James R. Morgan, Texas A&M University

Tagged Divisions

Civil Engineering

-STEM Center to Texas ISD teachers. Her research interests include structural health monitoring and control, structural dynamics, earthquake engineering, and engineering education.James R. Morgan, Texas A&M University Page 22.854.1 c American Society for Engineering Education, 2011 Incorporating Technical Peer Review of Civil Engineering Student ProjectsAbstractPracticing engineers use peer review of most work products on a regular basis. While peerreview of team members and peer review of classmate’s writing and presentation has beenextensively researched, the use of student peer review of

Conference Session

Civil Engineering Poster Session

Collection

2011 ASEE Annual Conference & Exposition

Authors

Christianna Irene White, Iowa State University, Institute for Transportation; David J. White, Iowa State University

Tagged Divisions

Civil Engineering

learning included the ability to ―demonstrate reading,writing, listening, and speaking skills‖ (49). Employers in both industry and academic settingsconsistently rank technical ability and communication and teamwork skills as the most desireableproficiencies.16 Page 22.167.4Our Response to the ProblemPrior to organizing the Writing Support Program, some graduate students found technical writingassistance (outside of input from their faculty advisor) through the English department‘s Writingand Media Help Center35 or, in some isolated cases, by hiring an expert writing consultant orconsulting with peers. Although mostly helpful, experience with

Conference Session

First-Year Activities and Peer Review Strategies in Civil Engineering

Collection

2011 ASEE Annual Conference & Exposition

Authors

Megan L. Hart, Saint Louis University, Parks College of Engineering

Tagged Divisions

Civil Engineering

themselves and with industrialfacilitators. During the final, the videos were anonymously assessed by their peers as to whether or not thevideos answered the initial questions posed and how useful proposed improvements were. Additionally, thegroups peer assessed themselves by dividing a limited number of points for the project among team membersand indicating why they felt each team member should be given a certain number of points for theircontributions. At the end of viewing the videos, individual students were again asked to write a reflectivepaper defining what a civil engineer was and why they wanted to pursue civil engineering as a profession.At the end of the reflective paper they were to self assess their association with that definition on

Conference Session

First-Year Activities and Peer Review Strategies in Civil Engineering

Collection

2011 ASEE Annual Conference & Exposition

Authors

Angela R. Bielefeldt, University of Colorado, Boulder

Tagged Divisions

Civil Engineering

to the Three Gorges Dam in China. In that way, all students were required to thinkabout an international project to some degree. This was another suitable model to teach studentsabout globalization. The older Three Gorges Dam assignments were no longer available forcontent analysis as part of this research. Final Reflective EssaysIn the first part of the final essay assignment, students were required to write about oneprofessional society meeting (such as ASCE, AGC, SWE, etc.) or professional developmentactivity (such as the career fair, design expo, civil engineering graduate seminar) that they hadattended during the semester. Of these options, EWB represents the opportunity that is the mostobviously global in nature. The percentages

Conference Session

Civil Engineering Poster Session

Collection

2011 ASEE Annual Conference & Exposition

Authors

Sandra Shaw Courter, University of Wisconsin, Madison; Lauren Seabury, University of Wisconsin, Madison; Benjamin Lee; Gregory Alan Payne; John A. Hoopes, University of Wisconsin, Madison

Tagged Divisions

Civil Engineering

a presentation; (3) review feedback and revise slides; and (4) write and post areflection. This assignment enables students to • Demonstrate their understanding of a specific fluid mechanics concept; • Apply a specific fluid mechanics concept to a real-world situation; • Communicate their application in a clear, concise manner to their peers; • Design visuals to accurately demonstrate a concept; • Provide and accept constructive criticism; and • Reflect on their learning.The App was introduced in fall 2010 to improve both instructor teaching and student learningand to connect learning outcomes more explicitly with engineering practice. The App integratedthe core principles of effective teaching and learning with

Conference Session

Integration of the Humanities and Social Sciences into Civil Engineering

Collection

2011 ASEE Annual Conference & Exposition

Authors

Sean St.Clair, Oregon Institute of Technology; Charles E. Riley, Oregon Institute of Technology; David K. Thaemert P.E., Oregon Institute of Technology; Roger Lindgren, P.E., Oregon Institute of Technology

Tagged Divisions

Civil Engineering

members must complete their individual tasks successfullyin order to realize a positive result13. The intent of the assignment was to encourage groupdiscussion outside of class that would result in a cohesive presentation of the primary topic, takinginto account various perspectives.For this specific assignment, 24 students enrolled in a junior-level project management course werebroken into four groups of six. Each of the four groups was assigned one of the four topics:management, business, public policy, and leadership. The students were required to prepare apresentation to give to their peers in the class. Each member of the team was responsible for aspecific portion of the presentation with the specific, individual assignments listed below

Conference Session

Civil Engineering Education and Workforce Development Challenges

Collection

2011 ASEE Annual Conference & Exposition

Authors

Sinead MacNamara, Syracuse University

Tagged Divisions

Civil Engineering

disciplines are not obviously aligned. The common engineeringteaching paradigm divides complex problems into many pieces which students are then taught tosolve independently, all the while anticipating that eventually, they will “be able to develop asolution by combining them…Eventually...the effort involved in learning about the small piecesis so overwhelming that we can longer synthesize the original problem–the parts become moreimportant than the whole.”1 Further, the engineering curricular focus on solving “one problem ata time,” assuming a singular answer or solution, stands in direct contrast to “the history ofmodern technology and society in all its vital messy complexity.”2 As Charles Vest, formerPresident of MIT writes, “There are two

Conference Session

Program Criteria, Assessment, and Sustainability in Civil Engineering

Collection

2011 ASEE Annual Conference & Exposition

Authors

Mikhail Gershfeld, S.E., California State Polytechnic University, Pomona; Judith Ellen Sheine, California State Polytechnic University, Pomona; Gary LeMarr McGavin, California State Polytechnic University, Pomona, Department of Architecture

Tagged Divisions

Civil Engineering

steady; there is increasing interest among stu- dents in interdisciplinary classes as they realize that this is the future of the professions. It is worthwhile to mention, that a number of the guest design professionals regularly serve as judges for the class reviews and find the experience inspirational and look forward to serving on the panel each year. Here is a comment from one of the design professionals serving as a judge. “The Cal Poly Pomona AE design studio project review process is rewarding to both the students and the reviewers…. The peer review process using professional architects and engineers is unique to this class, and gives the students valuable insight into professional expectations when defending

Conference Session

Civil Engineering Education and Workforce Development Challenges

Collection

2011 ASEE Annual Conference & Exposition

Authors

Steven D. Hart, U.S. Military Academy; Ledlie Klosky, U.S. Military Academy, West Point; Joseph P. Hanus, U.S. Military Academy; Karl F. Meyer, U.S. Military Academy; Jason Allen Toth; Morgan Reese, U.S. Military Academy

Tagged Divisions

Civil Engineering

West Point and recipient of ASEE’s 2010 National Outstanding Teaching Medal. Dr. Klosky writes regularly about engineering education, covering topics ranging from classroom tech- niques to curricular reform. Much of this work is focused on the use of internet communications and social networks for educational purposes.Joseph P Hanus, U.S. Military Academy Lieutenant Colonel Joseph Hanus is the acting Chair of the Civil Engineering Department at the United States Military Academy, West Point, NY. He received his BS from the University of Wisconsin - Plat- teville; MS from the University of Minnesota - Twin Cities; and PhD from the University of Wisconsin - Madison. He is an active member of ASEE and is a registered

Conference Session

Enhancing Instructional Effectiveness in Civil Engineering: Case Studies

Collection

2011 ASEE Annual Conference & Exposition

Authors

Morgan Reese, U.S. Military Academy; Joseph P. Hanus, U.S. Military Academy; Ledlie Klosky, U.S. Military Academy, West Point

Tagged Divisions

Civil Engineering

2010 National Outstanding Teaching Medal. Dr. Klosky writes regularly about engineering education, covering topics ranging from classroom tech- niques to curricular reform. Much of this work is focused on the use of internet communications and social networks for educational purposes. Page 22.1685.1 c American Society for Engineering Education, 2011 When You Can’t Hear Me Now – Nonverbal Communication in Distance LearningAbstractGlobalization, a strong demand for continuing education and cost pressure on traditionaluniversity learning models are all

Conference Session

Program Criteria, Assessment, and Sustainability in Civil Engineering

Collection

2011 ASEE Annual Conference & Exposition

Authors

Ronald W. Welch, University of Texas, Tyler

Tagged Divisions

Civil Engineering

years. Thecapstone rubrics at UT Tyler provide direct assessment of almost every outcome, but theresults are for team projects. Therefore, the use of embedded indicators (direct measures)provide the best direct measurement of student demonstration of each outcome bycollecting results for the best student, the average student, and the worst studentperformance leading to a better collection of data representing students demonstration ofeach outcome.2.0 Direct Assessment Process at UT TylerGenerally the assessment process is a lonely job performed by one or maybe two facultyin a program. Many faculty do not know who is doing the work and they really do notcare. The person in charge (even if the chair) begs peers to submit their assigned input ina